Parkstone Primary School, located in Hull, has been recognized as a good school following its inspection on May 10 and 11, 2022. The school is characterized by its inclusive environment where pupils thrive, and staff effectively manage the challenging behavior of a small number of students with additional needs. The training provided to staff equips them to support pupils who struggle with adhering to school rules. The well-being leader plays a crucial role in addressing the social and emotional needs of students, allowing them to express their feelings through tools like feelings caterpillars and worry boxes. High expectations for behavior are upheld by all adults, contributing to a calm and happy atmosphere where pupils feel safe.
Pupils report that bullying is rare, and this is corroborated by the school's records. When incidents do occur, leaders take proactive steps to resolve issues by engaging with pupils and their families. The school rules are well understood by all students, who take pride in earning ‘leading learner’ badges for their achievements in reading, punctuality, and effort. The positive feedback from pupils highlights the inclusive nature of the teaching staff.
The school benefits from the support of the Humber Education Trust, which facilitates collaboration among subject leaders across different schools. The governing body actively challenges school leaders to ensure continuous improvement. Teachers feel supported in managing their workload, contributing to high staff morale. The reading curriculum is well-structured, with pupils engaging in discussions and analyses of texts. Phonics instruction is consistent and accurate, although there are instances where the reading materials do not align with the phonics knowledge of some pupils, hindering their fluency.
In the early years, phonics is introduced immediately, with daily lessons that help children develop a strong foundation in reading. The curriculum is designed with careful consideration for pupils with special educational needs, ensuring that their learning needs are met. In mathematics, daily assessments help tailor the learning experience to each pupil's understanding, fostering a positive attitude towards the subject.
The geography curriculum stands out as a strength, with clear objectives set for each year. Teachers demonstrate strong subject knowledge, and pupils can articulate their understanding of complex concepts. However, assessments in subjects like history and geography do not fully capture the breadth of what pupils have learned, leaving gaps in understanding.
While pupils recognize the importance of respect and equality, their understanding of British values and various religious beliefs is underdeveloped. The school’s curriculum on relationships and health education provides age-appropriate insights into healthy relationships, but further work is needed to enhance pupils' knowledge of different religions and cultural values.
The safeguarding measures in place are effective, with leaders ensuring that all staff are trained to recognize and respond to concerns about pupil welfare. The school has prioritized online safety education, particularly following increased internet use during remote learning.
To improve, the school should ensure that reading materials are accurately matched to pupils' phonics knowledge, allowing for more effective practice. Additionally, assessments in the wider curriculum need to be refined to provide a comprehensive understanding of pupils' knowledge and skills. Finally, enhancing the teaching approach to British values and religious education will help deepen pupils' understanding of diversity and respect in society.
